Life Long Playing Instead of Life Long Learning

Teaching Robotics without Robots and Computers

The authors discuss their work with Roamer robot and Lego.  They describe how playing with Roamer gives children the chance to control technology.  They claim children have no fear of programming.  They readily press keys and find out what Roamer does without help.  The authors did this work with Classic Roamer.  The new Roamer has the advantage of telling students what to do when they press the wrong keys.  This paper explains how Roamer and Lego can work together and provide a playground ripe for exploration.

The authors presented this paper at the SIMPAR 2010 Workshops International. Conference on Simulation, Modelling and Programming for Automonous Robots, Darmstadt (Germany) November 15-16, 2010

Robotic Performing Arts Project

Catlin, D. (2010) Robotics Performing Arts Project: An approach to STEM through cooperation not competition. Paper presented at the Constructionism 2010 Conference, Paris, France (more…)

The Principles of Educational Robotic Applications (ERA)

Catlin, D. and Blamires, M. (2010). The Principles of Educational Robotic Applications (ERA): A framework for understanding and developing educational robots and their activities. Proceedings of Constructionism 2010, American University, Paris, France. (more…)

Robotics as a Vehicle for Multiliteracies

Chapter 12 in Multiliteracies and Technology Enhanced Education

Social Practice and the Global Classroom

This chapter is a catalyst for encouraging educators to use robotics as a vehicle for multiliteracies.  This chapter will provide compelling, practical evidence of multimodal nature of robotics, highlighting the potential of robotics to encompass any or all of the linguistic, spatial, visual and audio and gestural elements of multileteracies, as described by the New London Group (1996).  The social and technological benefits of both genders arising from the integration of robotics into the curriculum, and their importance in a rapidly changing world are discussed, as is the need for educators to learn how to facilitate a learning environment that entices students to take risks and solve problems through the development of higher-order thinking skills.  Robotics crosses curriculum boundaries, and engages and motivates students of all ages by making learning directed and real.

Editors Darren L. Pullen and David R. Cole.

Towards a Culture of Creativity

A Personal Perspective on Logo’s Early Years, Legacy and Ongoing Potential

Wally Feurzeig was the led the project that produced Logo and the first educational robot – the Turtle.  In this paper delivered at the 2007 Euro Logo Conference in Bratislava Wally presents some fascinating details about the development of Logo and Turtles.  It puts many of the issues into context.  If like me you are interested in the history of the development it does answer some of the mysteries hidden in the sands of time.  More importantly it revives the educational philosophical precepts that offered such hope.  Alas it also discusses how the influence of political bean-counters have strangled something so beautiful.

Roamer Robot in Portugal

A Report on Practical Use of Educational Robots

In Portugal, CNOTINFOR team is training teachers and other professionals to use the Roamer robot on their classes or therapy groups.  But this work had started some years ago, when the Education Ministry of Portugal begun a project called MINERVA that had train many teachers to used ICT in their classrooms. All software was Logo based, with a turtle. One of the ICT available tools was Roamer robot.  Today CNOTINFOR sells Roamer Robot in Portugal, but all the training and support projects that involve the use of this robot in an innovative way. In this document we will show examples of what have been done with Roamer Robot in Portugal and what many people think about it. It is important to mention that many schools are at the moment buying Roamer Robot because the Ministry of Education had certificate it as an important tool for education.

Seymour Papert on Mathematics

How Should We Teach Mathematics?

On April 28, 2004, Seymour Papert gave a presentation at the University of Maine on some materials that they prepared for helping students understand mathematics. (more…)

The Roamer: An Object for Re-Adapting in the Case of Adolescents with a Cranial Trauma

A report from France on how Roamer was used to help a student brain damaged in a car accident.  They had lost the ability to do basic mathematics.  Attempts to re-teach them were met with aggression.  Roamer helped to solve this problem and enabled the student to accept is situation and work with teachers. (more…)

Children, Robotics and Problem Solving

Technology in the Early Childhood Classroom

This paper is a modified version of the keynote address given at the conference for Technology Education of primary teachers and educators, 18th-19th July, 1996 Hobart, Tasmania.   It shows how you can use Roamer to develop student’s sustainable (lifelong learning) skill of problem solving.

Réflexions à l

Greff, E. (1996) Réflexions à l\’issue du 5ème Colloque Francophone de Didactique de l\’Informatique, Sciences et Techniques Éducatives, Vol. 3, n°2, Éditions Hermès, 1996, pp. 265-268.